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The latest job postings in the edEVENTS Community include schools in Indonesia, China and Rwanda. Visual Arts Teacher Learning Support Teacher Japanese Language Teacher (Early Years/Primary) Secondary Social Studies MS Science and STEM French and Spanish Teacher Interested in adding your job postings to the edEVENTS Community? Contact us and let’s make it happen. #Africa #Asia

Does questioning stimulate thinking leading to students taking responsibility for their own learning? Although questioning by the teacher can prompt good thinking and responses, it may also be the reason for students not becoming more independent… Not all students think the same way. Teacher questioning does challenge students, many of who find it hard to find the right words, to explain. Highly effective questioning We speak of highly effective questioning being about quality rather than quantity and that asking questions elicit deep thinking and provide useful insights to the teacher about students’ thinking … right? How about the non-verbal child who just cannot articulate the answer, or the child whose language skills are very weak…. what happens to their confidence? Should we be speaking about highly personalised questioning with a dash of empathy? If the aim is to promote and thinking – is deep questioning always effective? Questioning as an assessment tool Questioning could be used as an assessment tool to elicit student thinking, about knowledge and to provide the teacher evidence on whether the students have grasped how to apply the acquired knowledge, providing them an opportunity to clarify ambiguity or indeed providing challenge for further research. Great teachers elicit information from responses from of all students using tempered and meaningful questions that are specifically targeted at the student, empathetically. There is no doubt that questioning as a tool can promote deep, connected and elaborated thinking. Questions can prompt students to give explanations and justifications for their answers, or to improve an initial response, to describe their thinking processes, to elaborate on their answers, to exploring implications, ‘what-if’s and connections with other ideas and knowledge. This is true assessment by outcome. This is also an opportunity – or the first step – which really motivates students to engage in further independent learning and enquiry. Oracy and dialogue Although we have used the word ‘questioning’ there are a range of activities that teachers can use to promote oracy and dialogue inspiring the learner to generate explanations and it is this inspiration that really facilitates deep learning because this encourages the learner to connect new knowledge to existing personal knowledge and work independently. Asking meaningful and appropriate questions that target essential learning is a start point, and should be followed by inspiring subsequent actions leading to students producing evidence of learning. It’s this motivated independence that follows that makes questioning a useful tool and distinguishes it from a test or exam approach to learning.

Are you an educator looking for free professional learning opportunities? In the next few weeks, three engaging online events will be taking place, offering valuable insights, discussion, and networking opportunities for teachers and educators of all levels. Whether you’re interested in learning more about inquiry based learning, starting difficult conversations in the workplace, or the future of AI in education, these webinars have something to offer. Plus, with no registration or participation fees, they’re an excellent opportunity to expand your professional horizons without breaking the bank. Inquiry Based Learning Mini Workshop: Place As Provocation Organised by EduSpark with Misty Paterson. We are teaching the most materially-endowed generation in history yet we often struggle for quality teaching resources. How can we (re)congnize our surroundings in helpful, and sustainable, ways to promote agency, artistry, and understanding for all learners? Join Misty for a 30 minute workshop to launch an inquiry that will surely wake up new connections! Grab a souvenir and get ready to amplify the people and places that matter to you. When: April 14, 7am Singapore, 8am Seoul, 9am Sydney Watch: YouTube | LinkedIn How to Start a Hard Conversation In this edEVENTS webinar, learn how to start a challenging conversation with someone when you are frustrated, hurt, or annoyed as opposed to walking away and letting those feelings fester. Presented by Jolene Lockwood from Cognitive Consultancy LLC. When: April 22, 8am Singapore, 9am Seoul, 10am Sydney Watch: YouTube | LinkedIn | edEVENTS AI-Powered Education: Navigating the Future Are you curious about what the future holds for education? Join us for a 45-minute webinar with Tony Ryan, a renowned futurist in education, as he explores the exciting possibilities and challenges of the education landscape. When: April 26, 4pm Singapore, 5pm Seoul, 6pm Sydney Watch: YouTube | LinkedIn Looking for more professional learning events? Check the latest listings here on edEVENTS.

The CYNEFIN model is a widely recognised framework for decision-making in complex systems. In the context of professional learning programs, applying the CYNEFIN model can help organisations align their program design with the specific needs of their learners. The CYNEFIN model categorises problems into four domains: simple, complicated, complex, and chaotic. By recognising the type of problem faced in each domain, organisations can design professional learning programs that effectively address the specific needs of their learners. In the simple domain, problems can be addressed through linear training programs, such as a basic “how to” course with a single outcome. These types of programs are widely available, and can be found in various formats including online videos and tutorials on platforms such as YouTube. The complicated domain, however, requires a deeper level of understanding and expertise. Professional learning programs in this domain should be designed to build a deeper understanding of the subject matter, develop skills through a combination of theoretical and practical training, and encourage personal growth and development. Expert-led courses and workshops, as well as facilitative style courses, can effectively address the needs of learners in the complicated domain. Facilitative style courses are particularly effective in addressing complicated domain problems, particularly where there is a significant capability gap and mind-set shift required. These courses require a more personalised approach, taking into account the unique context surrounding the learner. By integrating the concepts and learning actions, facilitative style courses can provide learners with a more comprehensive understanding of the subject matter and help them to apply the learning in their specific context. The Chaotic domain in professional learning refers to newly emerging fields or concerns where the existing knowledge and understanding is limited. These programs are often exploratory in nature and help innovators and early adopters make sense of the new opportunities presented. In this domain, the learning programs are in the early stages of development and may not be fully organised into cohesive and contained topics. This type of professional learning is typically characterised by the need for experimentation, adaptation, and innovation. The focus is on helping individuals understand the potential impact of new technologies and develop new perspectives and approaches. The programs in this domain may take the form of workshops, hackathons, or other forms of experiential learning that encourage exploration, experimentation, and iteration. The key to success in this domain is a willingness to take risks, embrace ambiguity, and continually adapt to changing circumstances. At EduSpark we are increasingly using this model to guide and coach our course creators, giving them a deeper insight into matching purpose and outcome to where the learner is. This is also an ongoing exploration into improving the way we deliver CPD broadly, and I’m very keen for your comments, questions and challenges. In conclusion, the CYNEFIN model provides a valuable tool for organisations looking to create effective professional learning programs that meet the specific needs of their learners. By linking the type of problem faced in each domain and designing programs accordingly, organisations can ensure that their professional learning programs are effective and meet the needs of their learners.

We’re excited to offer a new feature here on the edEVENTS Community called “Groups”. With this feature, you can create a group for anything you’d like, whether it’s a professional learning network, a discussion forum, or just a place to connect with like-minded teachers. Creating a group is easy. Just click on the “Groups” tab on the menu bar and select “Create a Group”. You can then choose a name for your group and decide whether it will be public, private, or hidden. Public groups are visible to everyone and anyone can join, private groups are visible but require an invitation to join, and hidden groups are not visible to anyone except members. Once you’ve created your group, you can customise it with a description, logo, and cover photo. You can also create discussion forums, post announcements, and invite members to join. You can even schedule events and share files with your group members. There are many benefits to creating a group on our website. Here are just a few… Connect with like-minded teachers: Create a group around a specific topic or interest and connect with other teachers who share your passion. Share resources and ideas: Use your group to share teaching resources, lesson plans, and ideas with other teachers. Collaborate on projects: Work on projects with other teachers in your group, whether it’s creating a new lesson plan or organizing a professional development event. Get feedback and support: Use your group to get feedback on your teaching practices and receive support from other teachers. We encourage you to create a group on edEVENTS today! It’s a great way to connect with other teachers and build your professional network. Thank you for being a part of our online community for teachers!

It is wonderful to have EduSpark on board as a community member of the Ed Events Community. EduSpark is a professional learning platform built by educators, offering high-impact courses curated from the best educational minds in the world, and they are a very welcome new member. EduSpark helps schools solve the many problems around sourcing, deploying and measuring professional learning strategy at scale, supporting leaders to deliver the best professional learning programs school-wide. They constantly listen to their schools and evolve the platform towards becoming a complete professional learning solution. “Super excited to partner and collaborate with the Ed Events Community,” said co-founder Andrew Mowat. “We are looking forward to pushing the boundaries together. Education needs PD that better transfers learning effort in to visible positive change.” Using the platform, teachers and school communities can access a curated collection of courses, hand-selected by a team of experienced educators. Join course creators and other learners in communities of practice and build your professional learning network (PLN) while you learn by signing up at https://eduspark.world

Terence Tan is a teacher turned product manager at edm8ker in Singapore. In this episode of Education Talks, Terence reflects on his time working on policy initiatives with the ministry of education. He also discusses edm8ker’s community lab Makerspace at United World College, and a new PD approach to engage teachers with emerging technologies. Links from discussion: Repair Kopitiam: http://repairkopitiam.sg Classin guest blog: https://www.blog.classin.com/post/professional-development-in-emerging-tech Eddy: http://www.eddy4teachers.com Demystifying AI: https://www.youtube.com/watch?v=oqdJkuO-miA String: https://teachertech.beehiiv.com/ SEN Chatgpt session: https://www.sgeducationnetwork.org/event-submission/teacher-meets-tech—the-use-of-chatgpt-in-teaching-%26-assessment

Dr. Tassos Anastasiades is a highly experienced international schools leader, with a focus on inspirational leadership, developing world class teams, innovation and 21st century skills. He is currently the principal at Ningbo Huamao International School. Tassos believes he has been fortunate to have led schools and staff across the world, resulting in a diverse understanding of cultural differences, governance and educational practice. A prolific writer, publishing his thoughts on education to a vast online audience, it’s was a real pleasure to have him share his thoughts on Education Talks. Tasso’s LinkedIn – https://www.linkedin.com/in/dr-tassos-anastasiades-4287bb7/

Caite Khan has been described as a “combat chalkie”. For the past 22 years she has worked in different educational capacities and for a wide range of organisations. From remote Australian Indigenous schools, to international schools, and with different Armed Forces world wide – her teaching experience is extensive. Caite’s current role at Namseoul University sees her focus on the International Baccalaureate and Teacher Training and Development. Education Talks is part of the Ed Events Community. If you’d like to suggest someone connected to education to appear on the show, please contact talks@ed.events

Ryan Tannenbaum from For.Education was a guest on an Ed Events Community Live Stream to share two tools that he created to help teachers and administrators in international schools: the DP Term Grade Analytics tool for ManageBac and the OpenAI Report Writer. The DP Term Grade Analytics tool allows users to visualise and understand their diploma student data. It works by downloading term data from ManageBac and converting it into a file that is easily readable by data analytics tools such as Power BI or Liquor Studio. The tool then provides basic metrics such as average student grade, as well as high and low performing students. It also allows users to delve deeper into the data by looking at subject analytics and grade distributions across subjects. The second tool, the OpenAI Report Writer and DP Term Grade Tool for ManageBac, is a closed beta extension for ManageBac that will allow users to write report cards using OpenAI’s chat GPT. The tool will be based on student data and is designed to a far more efficient way for teachers to produce accurate report cards. Overall, both tools are designed to make the process of analyzing and writing report cards easier and more efficient for teachers and administrators in international schools. This post was produced with the help of Chat GPT-3.

David Higginson is one of the original founders of SchoolsBuddy, a well established school activities platform. In this interview David Burke asks him about his pathway from the finance industry to establishing a successful EdTech company. Higginson also talks about his next project. An insightful interview, particularly for anyone thinking about venturing into the EdTech industry. One of the tools used to make this video is Streamyard. Follow the link below to sign up and get $10 in credit! https://streamyard.com/pal/5994072830115840 Education Talks is a production for the Ed Events Community. Sign-up to keep in touch with this new global community for educators on the website, http://www.ed.events

Craig Randall is a Counsellor, Coach, Teacher, Principal, Author, Trainer, and Consultant. He’s also the author of Trust-Based Observations. He offers training in implementing Trust-Based Observations in schools, with the aim to improve the teacher evaluation process. On this episode of Education Talks, Craig shares with us his insights and experiences, on how “Trust-Based Observations” is benefiting teachers and school administrators. Links from discussion: Trust Based Observations website – https://trustbased.com/ Buy the book – https://www.amazon.com/Trust-Based-Observations-Maximizing-Teaching-Learning-ebook/dp/B089ZZVXZQ